A comprehensive undergraduate inservice model for the preparation of elementary school teachers was developed to accommodate the forces of societal and educational change. Behavioral objectives were formulated from topics derived from five specific sources of change (instructional organization, educational technology, contemporary learning-teaching processes, societal factors, and research) for each of six target populations: preservice preschool and kindergarten teachers, preservice elementary school teachers, inservice teachers, college and univeristy personnel, administrative personnel, and supportive personnel. Specifications for implementation of each objective consisted of the behavioral objective, a treatment, the materials needed, and evaluation procedures. Each specification component was coded to provide easy access to program components for the development of special purpose programs. Any program based on the above specifications and objectives will be activity-centered; will progress from observation to direct classroom involvement; will use both individual and group study; will use conference, performance, and observation for evaluation; and will use a variety of media for implementation. Program evaluation was accomplished through two procedures: Context, Imput, Process, and Product (CIPP) which was developed especially for the model; and the Program Evaluation Review Technique (PERT). The complete report is contained in ED 025 456 and ED 025 457. [Not available in hard copy due to marginal legibility of original document.] (SM)